Messages merely mentioning sources, containing organisational moderating, or introducing new points reflect significantly lower levels of knowledge construction, while discussing sources shows no significant difference.¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Messages in which students mention but do not discuss new sources reflect a significantly lower mean level of knowledge construction, whereas discussing sources shows no significant difference. → De Wever 2007 q3 i? Messages containing organisational moderation reflect a significantly lower level of knowledge construction. → De Wever 2007 (2) q3 i? Messages introducing new points reflect a significantly lower level of knowledge construction. → De Wever 2007 (3)

Evidence¶

De Wever 2007¶

De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups. Learning and Instruction, 17, 436-447. https://doi.org/10.1016/j.learninstruc.2007.04.001

q3 · i? · causal · r2

Four-level model C: the source dimension contrasts mentioning versus actively discussing external sources against messages without sources; the article notes this is in line with earlier research of Schellens et al. (2005).

"messages in w hich students mention but do not discuss new sources reflect a si gnificantly lower mean level of knowledge construction, whereas messages including this discussion of the external sources do not reflect a significant different level of knowledge construc tion (mean = 1.321 - 0.273 = 1.048, χ² = 16.510, df = 1, p < .001 and mean = 1.321 + 0.061 = 1.382, χ² = 0.779, df = 1, p = .377 respectively)."

De Wever 2007 (2)¶

De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups. Learning and Instruction, 17, 436-447. https://doi.org/10.1016/j.learninstruc.2007.04.001

q3 · i? · causal · r2

Same model C: the organisational-moderating contrast was negative and significant; messages containing both organisational and content moderating were not significantly deviant (p = .099).

"the mean level of knowledge construction is signi ficantly lower for messages containing organisational moderation ( mean = 1.321 - 0.399 = 0.922, χ² = 16.378, df = 1, p < .001)"

De Wever 2007 (3)¶

De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups. Learning and Instruction, 17, 436-447. https://doi.org/10.1016/j.learninstruc.2007.04.001

q3 · i? · causal · r2

Same model C: the new-points contrast was small, negative, and significant, contrary to the hypothesis that introducing new discussion points would reflect higher levels.

"Additionally, messages introducing new points reflect a significantly lower mean level of knowledge construction (mean = 1.321 - 0.074 = 1.274, χ² = 4.038, df = 1, p = .044)."

Discussion¶

Related Claims¶

• In knowledge-construction content analysis data from discussion groups, the largest share of variance lies at the message level, with only small between-group and between-student variance. — related
• Messages mentioning or discussing theory, containing minor or extensive summaries, or including content moderating reflect significantly higher levels of knowledge construction. — related
• Students assigned the summariser role post messages reflecting a significantly higher level of knowledge construction than students without roles, while starter, moderator, theoretician, and source searcher roles do not differ significantly. — related